The AIR Professional File
Spring 2019, Article 144 

University-Wide Assessment Days: The James Madison University Model

Dena A. Pastor, Kelly J. Foelber, Jessica N. Jacovidis, Keston H. Fulcher, Derek C. Sauder, Paula D. Love

DOI: http://doi.org/10.34315/apf1442019 

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Abstract

James Madison University has used dedicated Assessment Days for more than 30 years to collect longitudinal data on student learning outcomes. Our model ensures all incoming students are tested twice: once before beginning classes and again after accumulating 45–70 credit hours. Although each student completes only four instruments during a 2-hour testing period, 25 different assessments are administered, thereby allowing for the examination of student growth on a variety of different outcomes. This article describes our model and outlines the logistics involved in planning for Assessment Day, including the physical and human resources needed for its success. We also address changes we have made over the years and the challenges we continue to encounter. Our intention is to share lessons learned and encourage readers to consider how our model might be adapted for the assessment of programs both large and small at their own institutions.

Keywords: Assessment Days, large-scale assessment, general education assessment, data collection designs

Additional Information

Authors 

Dena A. Pastor, Center for Assessment and Research Studies at James Madison University

Kelly J. Foelber, Center for Assessment and Research Studies at James Madison University

Jessica N. Jacovidis, Center for Assessment and Research Studies at James Madison University

Keston, H. Fulcher, Center for Assessment and Research Studies at James Madison University

Derek C. Sauder, Center for Assessment and Research Studies at James Madison University

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